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AfL Checklists Planning
How will pupils know what the
learning intention for the lesson is?
How will pupils know what
success looks like?
How will you identify pupils’ ideas and prior
learning?
How do the ideas/concepts
develop?
How can you add depth and
breadth to the ideas/concepts if
needed?
How will pupils work as learning
resources for each other?
How will you scaffold the
learning so all can achieve the
learning intention?
Where will you use assessment points to check understanding?
How will you assess at your checkpoints?
What questions will you ask during the lesson?
How will you respond to the evidence you
elicit?
How will you note what pupils
did or did not understand?
Teaching and Intra Lesson Assessment
Learning intentions are
shared and used with pupils
Pupils are involved in
identifying what success looks
like
Pupils are involved in
identifying their ideas and levels of understanding
Questions elicit ideas from ALL
students
Questions are used to deepen or challenging
thinking
Pupils are given time after a question is
posed to think and/or discuss it
Pupil talk is facilitated with pupils explain
their thinking and teachers respond to ideas elicited
Learning is scaffold so all
can achieve the learning intention
Oral feedback makes pupils
think and move forward in their
learning
Purposeful flexible groups of pupils are used and changed according to
levels of understanding of
the topic
Work increases in cognitive
demand as the lesson
progresses
Pupils assess each other’s and
their own work/thinking
Inter Lesson Assessment
Key concepts and progression
are mapped across the
curriculum and pupil progress against these
analysed
End of unit and other
assessments are created to test key concepts
and pupil performance of these analysed
Staff work collaboratively to develop, analyse
and moderate assessments
and test performance
Lessons are adapted in light
of test analysis to improve pupils’
learning
Pupils are allowed
additional attempts to
improve their learning of a
concept
Teachers use analysis from
assessments to inform them of their teaching strengths and
weaknesses and use this to
improve their lessons
Feedback and Work in Books
Pupils writing/ discussions link to the learning
intentions
Pupils are aware of the purpose of
written work
Pupils’ prior understanding is
identified
Pupils are doing different work on a particular topic
The level of challenge of
work changes over time
Skills are developed alongside knowledge
Marking of written work
informs planning and improves
pupils’ learning
Feedback make the pupils think
Feedback is more work for
the pupil than the teacher
Feedback is specific to the
learning gaps of the pupil
Next steps are identified with the
pupils
Pupils act on the feedback to
improve their learning
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